NURS 6052 DQ Developing a Culture of Evidence-Based Practice Walden
Sample Answer for NURS 6052 DQ Developing a Culture of Evidence-Based Practice Walden Included After Question
As your EBP skills grow, you may be called upon to share your expertise with others. While EBP practice is often conducted with unique outcomes in mind, EBP practitioners who share their results can both add to the general body of knowledge and serve as an advocate for the application of EBP.
In this Discussion, you will explore strategies for disseminating EBP within your organization, community, or industry.
RESOURCES
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
WEEKLY RESOURCES
To Prepare:
- Review the Resources and reflect on the various strategies presented throughout the course that may be helpful in disseminating effective and widely cited EBP.
- This may include: unit-level or organizational-level presentations, poster presentations, and podium presentations at organizational, local, regional, state, and national levels, as well as publication in peer-reviewed journals.
- Reflect on which type of dissemination strategy you might use to communicate EBP.
BY DAY 3 OF WEEK 9
Post at least two dissemination strategies you would be most inclined to use and explain why. Explain which dissemination strategies you would be least inclined to use and explain why. Identify at least two barriers you might encounter when using the dissemination strategies you are most inclined to use. Be specific and provide examples. Explain how you might overcome the barriers you identified.
BY DAY 6 OF WEEK 9
Respond to at least two of your colleagues on two different days by offering additional ideas to overcome the barriers to strategies suggested by your colleagues and/or by offering additional ideas to facilitate dissemination.
A Sample Answer For the Assignment: NURS 6052 DQ Developing a Culture of Evidence-Based Practice Walden
Title: NURS 6052 DQ Developing a Culture of Evidence-Based Practice Walden
EBP is an important component of nursing practice because it aims at addressing the specific health issues and improving the patient’s experiences. On the other hand, poor strategies to disseminate the EBP outcomes could alter the realization of the targeted outcomes. In your case, you propose the use of the multiple model in disseminating EBP. The first model is the Advancing Research and Clinical practice through close Collaboration (ARCC) model. The second one is the John Hopkins Nursing Evidence-Based Practice Model (JHNEBP). I agree that the leaders have an important role in influencing other people to adopt the EBP. Therefore, communication is important. You provide a comprehensive analysis of the possible models that could be used to overcome the barriers to EBP dissemination and implementation.
On the other hand, cultural differences could limit the effectiveness of the proposed models. As a result, the leaders should work to create a collaborative framework where all stakeholders understand the implication of the EBP and why they should support it (Harden et al., 2020). Resistance in the EBP implementation arises due to lack of adequate knowledge on the process and poor inclusion criteria adopted by the leaders (Farahnak et al., 2019). It is never always about giving individual responsibilities to the stakeholders in an institution; but, making them understand the process and be self-motivated to support it (Singh, 2020).
The outcomes of EBP are always desirable and that is why healthcare institutions should endeavour to engage such processes regularly and in appropriate manner. The leaders should be transformative to create a positive relationship with their subjects and make the implementation and dissemination of the EBP easier.
References
Farahnak, L. R., Ehrhart, M. G., Torres, E. M., & Aarons, G. A. (2019). The influence of transformational leadership and leader attitudes on subordinate attitudes and implementation success. Journal of Leadership & Organizational Studies, 27(1), 98-111. https://doi.org/10.1177/1548051818824529
Harden, S. M., Steketee, A., Glasgow, T., Glasgow, R. E., & Estabrooks, P. A. (2020). Suggestions for advancing pragmatic solutions for dissemination: Potential updates to evidence-based repositories. American Journal of Health Promotion, 35(2), 289-294. https://doi.org/10.1177/0890117120934619
Singh, A. (2020). Implementation and evaluation of a transformational leadership education session for nurse leaders and nurse educators. Journal of Doctoral Nursing Practice, 13(2), 125-133. https://doi.org/10.1891/jdnp-d-19-00054
A Sample Answer 2 For the Assignment: NURS 6052 DQ Developing a Culture of Evidence-Based Practice Walden
Title: NURS 6052 DQ Developing a Culture of Evidence-Based Practice Walden
Evidence-based practice focus on essential elements that can help create a highly integrated environment where it is possible to attain better outcomes. The evidence-based practice focuses on a specific problem where the findings can be compared with other results previously obtained. Dissemination of evidence-based practice findings can be evaluated based on different settings, mainly where the practice will be applied. The work of evidence-based practice (EBP) is a stringent process that requires practitioners to continuously provide evidence in support of their decision-making process and policy/practice changes. Healthcare workers may use the EBP model to initiate and implement policy changes that will improve patient care. During the procedure, practitioners must present their appeals to the lawmakers, providing evidence of why the changes happen. There are several ways of disseminating the evidence. Melnyk and Fineout-Overholt (2018) define dissemination as “the process of distributing or circulating information widely.”
Two dissemination strategies that I would be most inclined to use
The best dissemination strategies that I would consider are unit-level presentations and local dissemination (Harvey & Kitson, 2015). Unit-level dissemination is only successful, especially in ensuring where the issue has been considered to improve the underlying problem within the unit. Different units with a given setting can have a varied assessment of the operational environment. This means that there is a need to take into consideration the context under which the evidence-based practice. Therefore, ensuring that the engagement is strategic help ensure that based on the results, the intervention that is put in place is unit-based (Brownson et al., 2018). Organizations strive to implement essential aspects of improving their performance. However, evidence-based practice eliminated the uncertainty risk, which is crucial in attaining better outcomes.
Local dissemination entails significant players at the local level, which is a better aspect that helps provide a strong emphasis on institutional development (Hall & Roussel, 2016). However, it is essential to ensure that the dissemination of outcomes is done in an environment where there exist resources and technical ability to attain better results. Skills and knowledge among the population are likely to be a challenge in successfully implementing the developed practice. There is a need to manage the needs of existing stakeholders, which is essential and helps in organizational planning and service delivery. The implementation of evidence-based practice should create a profoundly transformed environment where it is easier to implement positive change. Therefore, training is crucial in empowering stakeholders to implement evidence-based practice (Brownson et al., 2018).
Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: NURS 6052 DQ Developing a Culture of Evidence-Based Practice Walden
Least Inclined Dissemination Strategies to be used
The least inclined dissemination strategies to be used in communicating EBP are poster presentations and podium presentations. The poster presentations may not give enough information, and the display may not look engaging and exciting, thereby losing the exhibition’s aim. The podium presentation, on the other hand, may encounter a low turnout of participants. There could be poor publicity of the expression leading to low attendance.
Barriers to be Encountered and Overcoming These Barriers
The barrier that could expect from the unit level presentation is the lack of interest from staff. An example is staff resistance when a change is to be implemented that they do not like or want. One way to overcome this barrier is by getting staff involved in the presentation. For instance, they are making a member of the team one of the speakers at the exhibition. In that way, they will be very interested in their presentation. The barrier that could be encountered in using peer-reviewed journals is the lack of access to the journals. An example are journals that mandates a subscription fee, which often puts off many readers. One way to overcome this barrier is by giving such journals free access to online readers.
References
Brownson, R. C., Colditz, G. A., & Proctor, E. K. (Eds.). (2018). Dissemination and implementation research in health: translating science to practice. Oxford University Press.
Hall, H. R., & Roussel, L. A. (Eds.). (2016). Evidence-based practice. Jones & Bartlett Publishers.
Harvey, G., & Kitson, A. (2015). Implementing evidence-based practice in healthcare: a facilitation guide. Routledge.
Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.
A Sample Answer 3 For the Assignment: NURS 6052 DQ Developing a Culture of Evidence-Based Practice Walden
Title: NURS 6052 DQ Developing a Culture of Evidence-Based Practice Walden
Evidence-based practice (EBP) projects are laborious endeavors and should trigger significant (positive) health care outcomes. Since most EBP projects profoundly impact organizational processes and patient care, their results should be shared to promote practice change within and outside the organization. Dissemination seeks to share EBP results with targeted audiences, particularly health care providers. The choice of dissemination strategies depends on the type of EBP project, resources, and situation, among other factors.
I would be most inclined to use organizational-level presentations and educational materials to communicate EBP. An organizational-level presentation is easy to organize since the target audience can be reached quickly and comfortably. A presentation also offers an excellent opportunity for debates and consultation as the audience seeks clarification for unclear areas. Education materials, electronic or print, can promote cross-cultural communication (Brooks et al., 2019). The information can be customized according to the target group’s unique characteristics, particularly language. I would be less inclined to use podium presentations and information publication in peer-reviewed journals. It is challenging to get an opportunity for presentation, and access to peer-reviewed journals limits the size of readership (Burke & Fiedler, 2018). However, publication can be considered later.
EBP projects face many dissemination barriers. The most typical in organizational-level presentations is inadequate resources since such presentations require large rooms, information technologies, reading and writing materials, and facilitators (Huber & Joseph, 2021). Health care providers also have busy schedules implying that attending presentations would interfere with their daily practice. Although they promote cross-cultural communication, education materials can be costly, particularly when required in volumes and print. Both challenges can be addressed by engaging the management early and throughout the project. As a major stakeholder, the management supports EBP projects through resource facilitation (Bach-Mortensen et al., 2018). As a result, early and continuous engagement would ensure that the management understands the details of the EBP project and is ready to offer human and financial support. Printed educational materials can be replaced with electronic versions of the same.
I enjoyed reading your post. Using social media to disseminate information has grown into more of a controversial topic along with healthcare since the emergence of the COVID-19 pandemic. Social media and mass communication have many benefits in the ability to quickly and broadly disseminate information. The barrier, as you mentioned, of misinformation, has been proven to be problematic over these last few years. It has been seen that just getting the information out is not always enough. Getting the right information to the right people is an important aspect of dissemination.
I believe that another large barrier to social media is the average level of public health literacy. The National Library of Medicine (NNLM) notes that 9 out of 10 people struggle with health literacy. The NIH goes on to stress that health literacy is more than just the skill of reading and that the complexity of health literacy can lead to difficulties with items such as managing medications, following detailed pre/post-operational directions, managing multiple chronic diseases, skipping preventative services (flu/covid vaccines), and poor health outcomes. Healthy People 2030 also are addressing health literacy as it is one of its central focuses in achieving improved health and well-being for all. These changes have four new points: emphasizing people’s abilities to use health information, focusing on abilities to make “well-informed” decisions, incorporating public health perspectives, and acknowledging that organizations have a responsibility to address this need as well. Another group with a focus on health literacy is the Rural Health Information Hub (RHIH). They are trying to address this with the use of social media. They note to use platforms such as Twitter, Facebook, Instagram, Youtube, and LinkedIn to help put out information about health literary programs and program results to targeted audiences on these networks.
Rural Health Information Hub. (n.d.). Defining Health Literacy. Retrieved on January 27, 2023, from https://www.ruralhealthinfo.org/toolkits/health-literacy/1/definition
Healthy People 2030. (n.d.). Health Literacy in Healthy People 2030. Retrieved on January 27, 2023, from https://health.gov/healthypeople/priority-areas/health-literacy-healthy-people-2030
National Library of Medicine. (n.d.). An Introduction to Health Literacy. Retrieved on January 26, 2023, from https://www.nnlm.gov/guides/intro-health-literacy
References
Bach-Mortensen, A. M., Lange, B. C., & Montgomery, P. (2018). Barriers and facilitators to implementing evidence-based interventions among third sector organisations: A systematic review. Implementation Science, 13(1), 1-19. https://doi.org/10.1186/s13012-018-0789-7
Brooks, L. A., Manias, E., & Bloomer, M. J. (2019). Culturally sensitive communication in healthcare: A concept analysis. Collegian, 26(3), 383-391. https://doi.org/10.1016/j.colegn.2018.09.007
Burke, J., & Fiedler, G. (2018).Clinicians’ access to peer-reviewed prosthetics research articles. Canadian Prosthetics & Orthotics Journal, 1(1). https://doi.org/10.33137/cpoj.v1i1.30009
Huber, D., & Joseph, M. L. (2021). Leadership and nursing care management-e-book.Elsevier Health Sciences.
Grading Rubric Guidelines DQ
| Performance Category | 10 | 9 | 8 | 4 | 0 |
| Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic decisions. |
|
|
|
|
|
| Performance Category | 10 | 9 | 8 | 4 | 0 |
| Application of Course Knowledge –
Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations |
|
|
|
|
|
| Performance Category | 5 | 4 | 3 | 2 | 0 |
| Interactive Dialogue
Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. (5 points possible per graded thread) |
|
Summarizes what was learned from the lesson, readings, and other student posts for the week. |
|
|
|
| Minus 1 Point | Minus 2 Point | Minus 3 Point | Minus 4 Point | Minus 5 Point | |
| Grammar, Syntax, APA
Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition |
|
|
|
|
|
| 0 points lost | -5 points lost | ||||
| Total Participation Requirements
per discussion thread |
The student answers the threaded discussion question or topic on one day and posts a second response on another day. | The student does not meet the minimum requirement of two postings on two different days | |||
| Early Participation Requirement
per discussion thread |
The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. | The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT. |